English Speaking Practice Through Presentations

By Josef Essberger,

TEFL.net

Cambridge, England

 

If you're anything like most teachers, you're probably constantly looking for new ways to encourage your students to practise their oral English and speak spontaneously. This month, we're going to consider the value of the 'presentation' in achieving this.

 

Asking students to give presentations has the following advantages:

it gives the presenting student a good opportunity to practise unaided speaking

it gives the other students good listening practice

it increases the presenting student's confidence when using English

it can be good practice for the real situation for those students who may actually need to give presentations in English in their professional lives

it is an excellent generator of spontaneous discussion

Getting the whole class talking

The following activities are designed to get everyone talking. They can be used with all levels because the language required to communicate is determined by the students. Remember to set up and demonstrate these activities carefully before letting the class go ahead.

 

Jigsaw puzzle challenge

 

Take 3-4 large pictures/photos and stick them on card. Pictures can come from Sunday supplements, travel brochures, calendars, magazine adverts etc. Pictures specific to students’ interests will motivate them e.g. film stills, cartoons, news stories, famous paintings, famous people.

·         Draw puzzle shapes on the back of each picture (4-5 shapes) and cut out the picture pieces.

·         Give each student in the class a jigsaw piece. They must not show their piece to anyone.

·         Students then mingle and question each other about what is on their puzzle piece to try and find people with pieces of the same jigsaw.

·         The object of the game is to find all pieces and put together the jigsaw. The first complete picture puzzle wins.

 

Something in common or 'give me five'

 

Explain that we can all find something in common with those around us. The object of this game is to discover as many things you have in common with fellow students. You can limit this to 5 things in common.

·         Brainstorm examples with the whole class, noting suggestions, e.g. 

o    We both have long-haired cats

o    they both went to see Robbie Williams in concert

o    We all like Harry Potter

o    We both have a younger sister called Georgia

o    Our favourite colour is green

o    Our families go to the same supermarket, church, club, holiday place

o    We both believe in love at first sight, ghosts, god.

·         Give students a time limit to mingle and find out as many things they have in common. The one who finds the most is the winner.

·         Alternatively ask them to find five things and the first person to shout 'five' is the winner.

 

Create a biography

 

Take a biography of a famous person and write each detail on strips of paper. Keep the identity secret so they have to guess, if appropriate.

·         Draw a table on the board for students to copy and make notes e.g. place of birth, early years, famous for..

·         Give out the strips (split the class in two if large and give out 2 sets)

·         Students mingle and ask each other questions until they have as many details as possible about the person.

·         Take away the strips and put students in pairs or small groups to use their table of notes to write the biography.

Have you ever felt you were asking all the questions about students’ opinions? Do you find you are doing more talking in a discussion than your class? Here are some tips to:

·         Shift the task focus from you talking to them (they have to talk to each other)

·         Give them control of their own discussion

·         Give them practice in formulating their opinions within a controlled framework.

Make a list of issues or topics which your students might find interesting. Think of seven or eight statements on each issue which represent typical and widely opposing comments on the topic.

For example:

·         Topic: Are boys and girls the same? 

·         Girls naturally want to play with dolls

·         Boys are usually better at Science subjects than girls.

Discussion envelopes

·         Photocopy each list of statements on different topics and put them in 3-4 envelopes.

·         Divide the class into small groups. Tell them the title of each topic.

·         Each group selects an envelope. They work through the topic in their group, taking turns to read aloud the statements found in the envelope and inviting comment and opinions.

·         You can ask each group to record their reactions to the issues for feedback at the end of the session.

·         Re-use the envelopes in another lesson. Each group chooses a new topic and envelope.

Listen and react

·         Put students in small groups of 3 all facing each other.

·         Act as conductor by reading aloud a statement on a list, one at a time.

·         After each statement students have one minute to react in their group to what they have heard, disagree, agree, comment etc.

·         Stop them talking after a minute (with gong, whistle, clap) and read the next statement on your list.

·         Students hear you but must look at each other and tell each other what they think!

Read and modify

·         Give a list of statements on a set topic to each group in the class

·         Students must work through the statements and modify them to reflect their views as a group. This involves discussion on how they will re word the sentence or add a further clause to justify their position. 

For example:

o    Topic: The school year 

§  Statement: School holidays are too long

§  Students’ modified sentence: We think school holidays are not long enough

·         Use the feedback session at the end of the lesson to hear some of the “new” statements that each group has created.

How to be a Good Teacher:

·         Some qualities of good teachers:

a.       An ability to give interesting classes

b.      Using the full range of their personality

c.       The desire to empathize with students

d.      Treating students all equally

e.       Knowing names of all students

·         The kind of language teachers use with students should at all times comprehensible, especially when giving instructions it should be clear and well staged.

·         Teachers talking time (TTT) can have uses – helping students to acquire language – but it should not predominate at the expense of students talking time (STT).

·         Teachers must be able to respond flexibly to what happens in class.

Here are some tips which may help you to master the English Language!

 Speak without Fear

The biggest problem most people face in learning a new language is their own fear.  They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all.  Don’t do this.  The fastest way to learn anything is to do it – again and again until you get it right.  Like anything, learning English requires practice.  Don’t let a little fear stop you from getting what you want. 

 Use all of your Resources

Even if you study English at a language school it doesn’t mean you can’t learn outside of class.  Using as many different sources, methods and tools as possible, will allow you to learn faster.  There are many different ways you can improve your English, so don’t limit yourself to only one or two.  The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.

 Surround Yourself with English

The absolute best way to learn English is to surround yourself with it.  Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television.  Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English.” .

 Listen to Native Speakers as Much as Possible

There are some good English teachers that have had to learn English as a second language before they could teach it.  However, there are several  reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate.  The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become. 

 Watch English Films and Television

This is not only a fun way to learn but it is also very effective.  By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors.  If you listen to the news you can also hear different accents.

 Listen to English Music

Music can be a very effective method of learning English.  In fact, it is often used as a way of improving comprehension.  The best way to learn though, is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings.  There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time.  And if you like to sing, fine.

 Study As Often As Possible!

Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language. 

 Do Exercises and Take Tests

Many people think that exercises and tests aren't much fun.  However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with.  Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned.  If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.

 Record Yourself

Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time.  You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.

 Listen to English

By this, we mean, speak on the phone or listen to radio broadcasts, audiobooks or CDs in English. This is different than watching the television or films because you can’t see the person that is speaking to you.  Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.

 Finally

Have fun!

 

1.     Remember that learning a language is a gradual process - it does not happen overnight.

2.     Define your learning objectives early: What do you want to learn and why?

3.     Make learning a habit. Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) 10 minutes each day than to study for 2 hours once a week.

4.     Remember to make learning a habit! If you study each day for 10 minutes English will be constantly in your head. If you study once a week, English will not be as present in your mind.

5.     Choose your materials well. You will need reading, grammar, writing, speaking and listening materials

6.     Vary your learning routine. It is best to do different things each day to help keep the various relationships between each area active. In other words, don't just study grammar.

7.     Find friends to study and speak with. Learning English together can be very encouraging.

8.     Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable - thus more effective.

9.     Relate grammar to practical usage. Grammar by itself does not help you USE the language. You should practice what you are learning by employing it actively.

10.  Move your mouth! Understanding something doesn't mean the muscles of your mouth can produce the sounds. Practice speaking what you are learning aloud. It may seem strange, but it is very effective.

11.  Be patient with yourself. Remember learning is a process - speaking a language well takes time. It is not a computer that is either on or off!

12.  Communicate! There is nothing like communicating in English and being successful. Grammar exercises are good - having your friend on the other side of the world understand your email is fantastic!

13.      Use the Internet. The Internet is the most exciting, unlimited English resource that anyone could imagine and it is right at your finger tips.

 

-         Definition of teaching:

1. According to Cambridge: it means to give someone knowledge or to instruct or to train someone.
2. According to Longman: it means to show somebody how to do something or to change somebody's ideas.

-         If a teacher is indeed wise, he does not bid you enter to house of his wisdom, but rather leads you to the threshold of your own mind.

-         The measure of a good lesson is the students' activity taking place, not the performance of the teacher.

-         In the learner-centered situations the teacher is no longer the giver of knowledge, the controller and the authority, but rather a facilitator and a resource for the students to draw on.

-         Characteristics of a Teacher in learner-centered classrooms: he needs qualities such as:

1. Maturity
2. Intuition
3. Educational skills
4. Openness to students' input
5. Greater tolerance of uncertainty

 -         The roles of a teacher:

1. Controller: Teacher as controller takes the roll tells students things, organize drills and read aloud. This is the most common teacher role.
2. Organizer: Teacher as organizer gives the students information, tell them how they are going to do the activity, put them in pairs or groups and finally close things down when it is time to stop. The first thing we need to do when organizing something is to get students involved, engaged and ready. Then we should instruct them in logical order. After that we should start or initiate the activity and finally stop the activity.

Engage – instruct- initiate- organize feedback

3. Assessor: Teacher as assessor offer feedback on performance, handing out grades and says whether students can pass to the next level. The assessor should be sensitive to the students' possible reactions. Students should be awared by teacher about for what they are being assessed. They do not want to feel that they are being unfairly judged.
4. Prompter: Teacher as prompter want to help but do not want, at that stage, to take charge because he is keen to encourage the students to think creatively rather than have them hang on his every word.
5. Participant: Teacher as participant should join in an activity not as a teacher, but also as a participant in his own right. Thorough this role, the teacher can enliven things from inside the group.
6. Resource: Teacher act as a resource when the students want to know information in the middle of an activity about that activity or information where to look for something. Teacher can offer guidance as to where students can go to look for that information and he encourages students to use resource material for themselves.
7. Tutor: When students are working on longer projects, teacher can act as a tutor working with individuals or small groups, pointing them in directions they have not yet thought of taking. Tutor is the combination of prompter and resource.
8. Observer: Teachers do not only observe students in order to give feedback, but also watch in order to judge the success of the different materials and activities that they take into lessons and what they can, if necessary, make changes in future.

-         The Teacher as Performer

-         The Teacher as Teaching Aid:

1. Mime and gesture: Teacher can use mime and gesture and expression to convey meaning and atmosphere. Mime and expression probably work best when they are exaggerated since this makes their meanings explicit.
2. Language Model: Teacher can model language like textbooks, audio and videotapes, for e.g. by reading aloud of a context.
3. Provider of Comprehensive Input: On most training courses, a distinction is made between student-talking time (STT) and teacher-talking time (TTT). Teachers are ideally placed to provide comprehensible input since they know the students in front them and can react appropriately to them in a way that a course book or a tape can not.

-         Individual Variations: people respond differently about to the same stimuli. There are 2 theories about individual variations:

1. Nero-Linguistic Programming (NLP): according to the practitioners of NLP, we use a number of primary representational systems to experience the world. These systems are described in the acronym "VAKOG" which stands for visual (look & see), Auditory (hear & listen), Kinesthetic (feel externally, internally, or through movement), Olfactory (smell) and Gustatory (taste).

2. Multiple Intelligences (MI Theory): as humans we do not possess a single intelligence, but a range of intelligences. Those are seven:
   a) Musical / Rhythmic, b) Verbal / Linguistic, c) Visual (spatial), d) Bodily (Kinesthetic), e) Logical / Mathematical, f) Intrapersonal, g) Interpersonal. All people have all of these intelligences, but in each person one or more of them are more pronounced.

-         What to do with individual differences:

We can look at their scores on different tests and we can monitor their progress through observation. This will tell us who needs more or less help in class. It will uniform how to group students together.

In general way, we will tailor our teaching methods, the material we use, and the production we expect to the level we are working with.

-         Issues related to the level our students have reached:

1. The Plateau Effect
2. Methodology
3. Language
4. Topics

-         The Plateau Effect: In beginner level students can see their progress while at higher levels they can not. And because of this reason students accept the level they have reached as adequate for their need. Teachers should give a clear learning target to the students, explaining what still needs to be done and sparking the students' interest.

-         Methodology: Some techniques and exercises that are suitable for beginner look less appropriate for students at higher levels, like repetitions.

-         Language: We need to adjust the classroom language we use to the level we are working with. The language materials we expose to the students should be of a completely different level too, both in terms of complexity and in range of genre and length.

-         Topics: It is important to match topics to the level. By restricting beginners to the family, home, etc. the world is diminished for crude linguistics reasons.

-         Good Learner Characteristics:

1. high aspiration
2. goal orientation
3. perseverance
4. finding his own way
5. creativity
6. making intelligent guesses
7. making his own opportunities for practice

-         Leaner Styles:

-         According to Tony Wright, learners have 4 different styles:

1. Enthusiast: they look to the teacher as a point of reference, concerning with goals of the learning group.
2. Oracular (پندآمیز): they also focus on teacher for satisfaction of personal goals.
3. Participator: they tend to concentrate on group goals and solidarity.
4. Rebel: they refer to the learning group for their point of reference, concerning with the satisfaction of their own goals.

-         According to Keith Willing, we have following learner styles:

1. Convergers: they are students who are by nature solitary, independent and confident, and they are analytic and can impose their own structures on learning.
2. Conformists: these are students who prefer to emphasize learning 'about the language' over learning to use it. They are perfectly happy to work in non-communicative classrooms, doing what they are told.
3. Concrete Learners: They are like conformists, but they also enjoy the social aspects of learning. They like learning from direct experience and are interested in language use as communication. They enjoy games and group work.
4. Communicative learners: they are comfortable out of class and show confidence and willingness to task risks. They are much interested in social interactions with other speakers. They are happy to operate without guidance of a teacher.

-         Age: The age of our students is the major factor in our decisions about how and what to teach.

-         Believes about Age:

1. Some people say that children learn languages faster than adults do. This has something to do with the plasticity of a young brain.
2. Another belief is that adolescents are unmotivated and uncooperative. Adults have so many barriers to learning, because of the slowing effect of aging and their past experience.

-         Different educational cultures have very different expectations about teacher and learner behavior.

-         Young Children (up to 9) learn in the following ways:

1. They respond to meaning even if they do not understand individual words.
2. They often learn indirectly.
3. Their understanding comes not just from explanation, but also from what they see and hear.
4. They have a need for individual attention and approval from the teacher.
5. They are keen to talk about themselves.

-         A good teacher for young children should:

1. Provide a rich diet of learning experiences
2. Work with students individually and in groups
3. Plan a range of activities for a given time period
4. Be flexible enough to move to the next exercise when students get bored.

-         Adolescents: they are less lively and humorous than adults and they are so less motivated because their searching for individual identity, and peer approval is more important for them than the attention of the teacher. They have disruptive behavior.

-         A good teacher for adolescents should:

1. Provoke students engagement with material which is relevant and involving
2. Bolster their students self-esteem and make them to be conscious of their need for identity
3. Encourage students to respond the text with their own thoughts and experience.

-         Adult Learners:

1. They can engage with abstract mind.
2. They have a whole range of life experiences to draw on.
3. They have their own set patterns of learning.
4. They are more disciplined.
5. They have clear understanding of why they are learning.

-         Problems with adults:

1. They can be critical of teaching methods.
2. They may have experienced failure or criticism at school which makes them anxious under-confident about learning a language.
3. Many older adults worry that their intellectual powers may be reducing with age.

-         A good teacher for adults should:

1. Involve their students in more indirect learning
2. Allow them to use their intellects to learn consciously
3. Encourage them to use their own life experience in the learning process
4. Minimize the bad effects of past learning experience.

1. Have the students close their books
2. Write the title on the board
3. Do a warm up on the passage, i.e. set a proper situation, talk and raise questions about the subject matter of the passage or give a brief explanation of what the reading is about, using the new words and expressions
4. Have the students open their books and do a silent reading.
5. Ask them some general comprehension questions
6. Read the passage at normal speed
7. Read the passage once more and work on each sentence by paraphrasing it, explaining new words and expressions and making sentences with them. The students can help you as well.
8. Play the tape and ask the students to listen (twice)
9. Ask the students some more comprehension questions to make sure the have understood the text thoroughly
10. Assign the passage to be studied for the next session to be read and summarized
11. Have the students make as many questions as they can based on the content of the text to be answered by those who come to the board and read and summarized the passage for the next session

1. Have the students close their books
2. Write the new words and expressions on the board
3. Explain their meanings through giving examples, drawings, useful real objects, pictures, …
4. Do a lot of repetitions
5. Ask the students to use the words in their own sentences

1. Have the students close their books
2. Write the title on the board
3. Do a warm up on the text while explaining new words and expressions
4. Play the tape twice and ask the students to listen carefully
5. Ask them some comprehension questions
6. Have the students open their books
7. Play the tape once more. Ask the students to look at their books and listen
8. Ask more comprehension questions
9. Have the students do the exercises
10. Check the answers

1. Have the students close their books
2. Provide some situations and introduce the structure
3. Write the structure pattern on the board, underline the main parts
4. Give some examples and explain the structure
5. Practice the structure through using a lot of drills (on the board)
6. Ask the students to make new sentences based on the new structure
7. Have the students do some of the exercises in the book. Assign the rest for the next session

1. Have the students close their books
2. Write the title on the board
3. Do a warm up on the dialog, i.e. ask the students some questions on the subject of the text using new words and expressions
4. Put some stick figures on the board
5. Present the dialog on the board
6. Ask the students some comprehension questions
7. Play the tape and have the students listen carefully. Play it once more and ask them to repeat (sentence by sentence)
8. Ask the students to open their books. Read the dialog at normal speed
9. Read it once more and work on each sentence by paraphrasing it, explaining new words and expressions and making sentence with them
10. Ask the students more questions to make sure the have understood the content of the dialog
11. Have the students make sentences with the new words
12. Ask them to close their books again and practice the dialog intensively to the point of automatic production
13. Assign the dialog to be memorized at home and acted out in the class next time
14. Have the students make as many questions as they can on the content of the dialog so that the can be answered by those students who act out the dialog
15. The students can improvise the  dialog to be acted out as well (class work, homework)